Empirical testing of a cognitive model to account for neuropsychological functioning underlying arithmetic problem solving.
The efficacy of a cognitive-based arithmetic problem-solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) was tested using 989 students with learning disabilities. Comprehensive neuropsychological test battery information was used to predict composite arithmetic test performance as a means of examining the utility of this model. Results of this study offer support for Dinnel et al.'s (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) model in accounting for arithmetic performance under continuous visual stimulus conditions. However, these data indicate a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. The neuropsychological aspects of arithmetic problem solving were discussed in relationship to this cognitive-based model.
Batchelor
E S
ES
Neuropsychological Services, Tri State Regional Rehabilitation Hospital, Evansville, Indiana.
Gray
J W
JW
Dean
R S
RS
D000293:Adolescent; D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D008433:Mathematics; D008960:Models, Psychological; D009483:Neuropsychological Tests; D011340:Problem Solving